11 10 224 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ffa2cab4092d3895219eb68fbea70e3a.jpg 1eb4b3905b231569ef397738128ee419 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/40205604fddb655f37892dd44e702068.jpg 493dd5007a0138be6a44e554a3caace9 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/39e0b4730c984eedb747fd6fd50e2f40.jpg 3c3bfb3ff5740f9983338de8cedf5dce https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/99d9cafc8d68c23e74c3970794b9c042.jpg 65d78d916ae048808f29c4fcf55c9f00 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/47ae18e68412f997d01ac5631ca27d26.pdf 13de64e92e8fc3d8461aa9448ccf218c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/7adf1cfd8601814d08cedeb3e77efe17.pdf 2f096c00d143b499d6ab9b59b5e5bdf1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context Virginia's Fifth Revolutionary Convention met at the Capitol in Williamsburg from May 6 to July 5, 1776, and declared independence from Great Britain. The delegates also voted to prepare a constitution for Virginia as well as a statement of rights. Fairfax County delegate George Mason led the effort and drafted a document that outlined such rights as the ability to confront one's accusers in court, to present evidence in court, protection from self-incrimination, the right to a speedy trial, the right to a trial by jury, and the extension of religious tolerance. Other delegates suggested additional individual rights and the draft was debated for several weeks. The final version of the Virginia Declaration of Rights was adopted unanimously on June 12, 1776. It consisted of sixteen sections with additional rights including protections for the press, striking down of ex post facto laws (retroactively criminalizing an action that had previously been legal), banning excessive bail, and disallowing cruel and unusual punishment of the incarcerated. The language in the Declaration of Rights changed as several drafts were written. For example, one such revision included prohibitions placed on enslaved people. In this draft written by George Mason, he stated “That all Men are created equally free & independent, & have certain inherent natural Rights, of which they cannot by any Compact, deprive or divest their Posterity….” However, the final version was changed to read “That all men are by nature equally free and independent, and have certain inherent natural rights, of which when they enter into a state of society, they cannot, by any compact, deprive or divest their posterity….” This statement by definition excluded enslaved people who were not considered in "a state of society" by most white Virginians. Virginia’s Declaration of Rights was the first state declaration establishing the fundamental human liberties that government was created to protect, and it had a profound impact on America’s founding documents. Thomas Jefferson drew on it when writing the Declaration of Independence and James Madison expanded on Mason’s ideas of guaranteed rights when he wrote the amendments to the United States Constitution that became known as the Bill of Rights. About 1778, George Mason prepared this copy of his first draft of the Declaration of Rights from memory to indicate what he had initially proposed. Citation: George Mason, Declaration of Rights, 1776, Accession 51818, Personal Papers Collection, Library of Virginia, Richmond, Virginia. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/181">Bill of Rights to the U.S. Constitution</a> Standards VS.5, VS.6, VUS.6, USI.6, CE.1, GOVT.1, GOVT.2 Suggested Questions Preview Activity Scan it: Scan the document. What words or phrases stand out to you? Post Activities Analyze: Why would George Mason consider these rights vital to free society? Why were these rights considered by some to be revolutionary? State your Case: You are an attorney representing Black Virginians. Write a brief argument in which you defend your client explaining how the language of the final draft of the document limits the expectation of Black Virginians to protections as written under the Declaration of Rights. Virginia Validation: The Virginia Declaration of Rights was an influential document. How are the ideas found in the document relevant today? Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virginia Declaration of Rights (George Mason's Draft) Date A point or period of time associated with an event in the lifecycle of the resource 1776 Government and Civics Reform Movements Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/30449db91bec2b4ee800cfce053015dd.jpg b650995a5e1a26f42cf6a2d63d38c639 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/250bafe60507f14011663eccce11d53a.pdf e14467404c83b97af072a67f23d4d17b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Standards Social Studies: K2, 1.5, 2.1, 2.2, 2.7, 3.1, VS.6, VS.12, USI.7, VUS.6 Art: 4.3, 5.3 Context James Madison (1751–1836) was one of the most influential and successful Virginians of the Revolutionary generation. His service in the House of Delegates and in the Continental Congress taught him to be a pragmatic politician, something that served him well during the Constitutional Convention. In addition to helping write the first two Constitutions of Virginia and securing the passage of the Virginia Statute for Religious Freedom, he contributed to the Constitution of the United States and the Bill of Rights. Famously remembered as the "Father of the Constitution," Madison drafted the Virginia Plan presented at the 1787 Constitutional Convention. This plan called for a three-branch government with a bicameral legislature that featured directly elected officials in one who would appoint the officials to the other. This basic structure was adopted in the Constitution. Madison helped secure the Constitution's ratification as one of the authors of the Federalist Papers, which provided the most thorough and persuasive analysis of the Constitution. A leading statesman of the United States, he served as secretary of state (1801–1809) and as the fourth president (1809–1817). He and his wife Dolley Payne Todd lived at his Orange County home, Montpelier, where more than a hundred enslaved men, women, and children labored to produce tobacco and wheat. This portrait of James Madison was painted by Virginia artist William Ludwell Sheppard in 1901. It was based on Thomas Sully's 1809 copy of Gilbert Stuart's 1804 portrait of Madison. Citation: Portrait of James Madison, 1901, by William L. Sheppard after Thomas Sully after Gilbert Stuart. State Art Collection of Virginia. Lab#:07_0978_ART026_01. Related Document Bank entry: <a href="https://edu.lva.virginia.gov/dbva/items/show/181" target="_blank" rel="noreferrer noopener">Bill of Rights to the U.S. Constitution</a> Suggested Questions Preview Activity Look at It: Look at the portrait. What do you notice about the subject? How is he dressed? What does his expression reveal? Post Activities Analyze: Examine this picture. Based on your previous knowledge, why do you think the artist chose to paint a portrait of James Madison so many years after his death? Explain. Social Media Spin: If this portrait was Madison’s “Selfie,” what #hashtags would he use? Content Warning Accounts for problematic historic language and images. Materials in the Library of Virginia’s collections contain historical terms, phrases, and images that are offensive to modern readers. These include demeaning and dehumanizing references to race, ethnicity, and nationality; enslaved or free status; physical and mental ability; and gender and sexual orientation. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Portrait of James Madison Date A point or period of time associated with an event in the lifecycle of the resource 1901 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/0e33af5cc5447054309b7a19ec3b1425.jpg 5bc7d9aebb2f962a9fc93a3d1facc83a https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/d17aa4539edbbe13addc9a395517a0ee.pdf 4dc62da7b2c6c9facdd5651305fabb14 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/55baf1b70ea267e06d535c887e4d17e8.pdf a6cf00c2bf512c1653c8c03b6967da6c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The struggle for the ratification of the United States Constitution convinced some political leaders that amendments were needed to protect individual liberties from the strengthened national government created by the Constitution. During the First Congress, Federalist James Madison, who had supported ratification, proposed several amendments modeled on the Virginia Declaration of Rights that had been written by George Mason in 1776. Congress approved twelve amendments that were sent to the states for ratification or rejection in 1789. This document is the copy Congress sent to the Virginia General Assembly. The General Assembly ratified amendments three through twelve on December 15, 1791. Virginia was the eleventh state needed for ratification, and these ten amendments to the U.S. Constitution are known as the Bill of Rights. The Bill of Rights specifies the rights of Americans in relation to their government. It guarantees individual civil rights and liberties, including the freedoms of religion, speech, assembly, and the press; the right to petition the government for redress of grievances; the right to keep and bear arms; the right of the people not to have troops quartered in their homes; the right to protection against unreasonable government searches and seizures; the right to jury trials in civil and criminal cases and of a grand jury in criminal cases; a prohibition on government taking private property without just compensation; a prohibition on excessive bail and fines and on cruel and unusual punishments. The Fifth Amendment states that no one shall be "deprived of life, liberty or property without due process of law." The Ninth and Tenth Amendments state that powers not specifically granted to the federal government remained with the people and state governments and that the enumeration of specific rights in the Constitution did not limit what rights were protected so that non-enumerated rights also remained with the people and the states. The Bill of Rights is one of the most important living history documents in the United States. For example, one of Madison's proposed amendments considered in 1789 concerning the salary increases of congressmen was revived during the 1980s and was ratified as the Twenty-seventh Amendment in 1992. The Bill of Rights continues to be a model for other countries around the world. Citation: Records of the General Assembly, Executive Communications, Record Group 78, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/184">Virginia Declaration of Rights</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/182">Portrait of James Madison</a> Standards VS.6, VS.12, USI.7, VUS.6, CE.5, CE.6, GOVT.1, GOVT.3 Suggested Questions Preview Activity Scan it: Scan the document. What word or phrases stand out to you? List 3 things you know about the Bill of Rights just by scanning the document. Post Activities Think about it: Select three amendments from the Bill of Rights and describe rights included in the amendment. Keep in mind some amendments may include more than one right. Another Perspective: Often people find the amendments difficult to understand as they include complex ideas. Select two amendments and rewrite them to be more user friendly and easily understood. Be sure to include all the rights included in the amendments. Virginia Validation: The Bill of Rights reflected the difficulties in creating a federal government. How did Virginia governance and politicians influence the shaping of the Bill of Rights? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bill of Rights to the U.S. Constitution, December 15, 1791 Date A point or period of time associated with an event in the lifecycle of the resource 1791 Government and Civics Reform Movements Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/9812e006266194c1c6a55e2b9cef1cb1.jpg 9e8667090f65d70a9f835fd9771fe21f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/3538b34674838abbb424ba9ef79caabb.pdf 423785dbcebd5a49e9b42e277d422d7f https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2127b0247dbeb5ca5af2e540f3759303.pdf d9c88a24428b4d08f44c32e4ed500648 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Revolution and the New Nation Date A point or period of time associated with an event in the lifecycle of the resource 1754-1820s Description An account of the resource The American Revolution is considered one of the most crucial times of United States history to study, as it lays the groundwork for all political history following it. Not only did it end the colonial relationship with England, but it brought about political change that shaped our lives and served as an example for other nations. It also called into question social and political relationships, raising questions regarding freedom and inalienable rights. Some of America’s most important documents and greatest political minds come from this era. The war itself also was revolutionary, with successful guerilla-style fighting and the defeat by colonials of well-trained British military forces. Following the war, the creation of the U.S. Constitution and the process of ratification shifted not only the style of government, but also the way in which governments functioned with an increased public investment. This process also called into question the balance of power between federal and state governments, an issue that continued to be present in American politics long after the Constitution and the Bill of Rights were completed. Despite strong unity among many in during the American Revolution, political, economic, regional, social, ideological, and religious tensions did not fade, and in some cases---especially with respect to slavery---increased as the United States sought to define itself. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-3" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context When the first English settlers arrived in 1607, the Church of England served as the official church of the Virginia Colony. Under the 1689 English Act of Toleration, Protestants who were not members of the Church of England were still required to pay taxes and support the clergymen of the Church of England. Marriage ceremonies were also required to be performed by ministers of the Church of England to be considered legal. During the 18th century, Baptists, Presbyterians, and other dissenters campaigned for the recognition of their denominations and for the freedom of all Virginians to practice their faith as they chose. Following American Independence, key political leaders in Virginia pursued the disestablishment of the Church of England as the formal church denomination of the young state. Initially introduced in 1776 by George Mason in the Virginia Declaration of Rights, religious tolerance came to fruition in the Act for Establishing Religious Freedom, which is commonly known as the Virginia Statute for Religious Freedom. First drafted by Thomas Jefferson in 1777, it was passed by the Virginia General Assembly on January 16, 1786. Virginians were no longer "compelled to frequent or support any religious worship, place, or ministry whatsoever" and were "free to profess . . . their opinions in matters of Religion . . . ." The act is one of the most important laws adopted by the assembly. It opens with an eloquent vindication of religious and intellectual freedom and closes with specific guarantees of religious liberty and belief. The Virginia law was one of the key influences Congress relied on when drafting the Bill of Rights in 1789, which guaranteed the free exercise of religion and prohibited Congress from abridging religious freedom. The guarantees established in the Act for Establishing Religious Freedom became part of the second Virginia Constitution which was adopted in 1830. Citation: An Act for Establishing Religious Freedom, 1786, Special Collections, Library of Virginia. Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/181">The Bill of Rights to the U.S. Constitution</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/184">The Virginia Declaration of Rights</a> Standards VS.6, USI.6, USI.7, CE.1, VUS.6, GOVT.1 Suggested Questions Preview Activity Scan it: Scan the document, original and transcribed version, identify how many acts are contained in the document, and list two or three phrases which stand out to you in each act. Post Activities Analyze: What can you infer about the power of the Church of England in Virginia prior to 1786? Virginia Validation: Which amendment to the United States Constitution contains language similar to the Virginia Act for Establishing Religious Freedom? How are the rights described in the U.S. Constitution different from the rights guaranteed by the Virginia act? Current Connection: Does the Act for Establishing Religious Freedom still have relevance today? Why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Act for Establishing Religious Freedom, January 16, 1786 Date A point or period of time associated with an event in the lifecycle of the resource 1786 Economics Government and Civics Reform Movements Religion https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/5f6a2609b675a085464f739ade03ebf4.jpg 5c1b24047ed524c7085f3a04bfd48bd2 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f9312e09d2f2f5c0b8e4f2e0e1a17ef8.pdf 1884619f96acc2585e13b31ff4074b97 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Reconstruction Date A point or period of time associated with an event in the lifecycle of the resource 1850-1877 Description An account of the resource The Civil War was undoubtedly one of the most important events in American history. The war challenged not only the issue of slavery, but the also the balance of federal versus state powers and the power of constitutional government. In the end, not only did the war preserve the Union as Abraham Lincoln had spoken of, but it also freed nearly four million African Americans from enslavement. The war also highlighted stark differences in regions of the country. These differences ranged from political to religious to economic. The war saw an increase in battlefield news coverage and photography that visually presented military carnage in a way not seen before. The Civil War's outcome brought the first assassination of an American president. During the postwar period known as Reconstruction the nation faced the challenges of readmitting formerly Confederate southern states back into the Union as well as integrating African Americans into the political, economic, and social fabric of the country. The 13th, 14th, and 15th Amendments were aimed towards providing full equality for African Americans, but faced opposition on many levels. Despite headway, the North and the South both had strong objections to Radical Reconstruction and full social and racial democratization. Many Americans opposed the idea of redistributing wealth and were still in favor of strong local rights and government. In some cases, Reconstruction increased the racial divide, giving rise to groups such as the Ku Klux Klan and spurring violence against African Americans. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-5" target="_blank" rel="noreferrer noopener">National History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context The end of the Civil War and the abolition of slavery in 1865 led to important changes in American politics, especially in the former slave states. The most dramatic were changes to state constitutions and the ratification of the Fifteenth Amendment to the United States Constitution that granted the vote to Black men. The new Virginia constitution ratified in 1869 was drafted by a biracial group of delegates and codified the right of all men to vote (universal manhood suffrage) and to hold public office. As a result, the General Assembly became more diverse. In 1869, thirty Black men were elected to the General Assembly for the first time. One of the first acts at the Assembly's session in October 1869 was to ratify the Fifteenth Amendment to the U.S. Constitution to prohibit state governments from denying any man the right to vote because of his "race, color, or previous condition of servitude." The General Assembly held four sessions between October 1869 and March 1871. One of the legislators' most significant actions was to approve a law creating Virginia's first statewide system of public schools. Despite the protests of Black legislators, the schools were required by law to be racially segregated. Black legislators always remained the minority in the Assembly and they had to work with white allies in order to pass legislation of importance to them, including abolishing the whipping post as a criminal punishment, establishing a college for Black men and women, and increasing funds for public schools as well as to rebuild Virginia's infrastucture in the post-Civil War era. This composite photograph includes images of most of the members of the House of Delegates during the session of 1871–1872, including thirteen of the eighteen Black delegates. Although Black and white men worked together note the placement of the Black legislators in the composite. Despite African Americans' gains, many white Americans continued to treat African Americans as lesser citizens, both literally and figuratively. Despite the obstacles, Black political leaders continued to fight for their communities. Some of these men had been born into slavery, but most of them obtained an education. Some were of interracial ancestery. They worked in a variety of professions, including as lawyers, storekeepers, skilled laborers, postmasters, farmers, ministers, and teachers. and worked as lawyers, storekeepers. These pioneering African American political leaders in Virginia, like those throughout the South, used the guarantee of suffrage in the Fifteenth Amendment to their full advantage and fought for Black education and access to political and economic opportunities. Citation: Composite photograph of members of the Virginia Legislature, 1871–1872, Visual Studies Collection, Library of Virginia (<a href="https://lva.primo.exlibrisgroup.com/permalink/01LVA_INST/altrmk/alma9917773046305756">also available online in the Virginia Legislature Photograph Collection</a>). Learn more about the Black legislators in this photograph in their Dictionary of Virginia Biography entries online at Encyclopedia Virginia: <a href="http://www.encyclopediavirginia.org/Carter_Peter_Jacob_1845-1886">Peter Jacob Carter</a> <a href="http://www.encyclopediavirginia.org/Cox_Henry_1832-after_1910">Henry Cox</a> <a href="https://encyclopediavirginia.org/entries/ross-hamilton-ca-january-1843-may-2-1901/">Ross Hamilton</a> <a href="https://encyclopediavirginia.org/entries/william-harvey-patterson-february-3-1810-may-24-1895/">William Harvey Patterson</a> <a href="http://www.encyclopediavirginia.org/Jones_Peter_K_ca_1834-1895">Peter K. Jones</a> <a href="https://encyclopediavirginia.org/entries/rufus-sibb-jones-ca-1834-july-17-1897/">Rufus S. Jones</a> <a href="https://encyclopediavirginia.org/entries/gilliam-william-d-1893/">William Gilliam</a> <a href="https://www.encyclopediavirginia.org/Turpin_Henry_1836-1908">Henry Turpin</a> <a href="http://www.encyclopediavirginia.org/Paige_R_G_L_1846-1904">Richard G. L. Paige</a> <a href="https://encyclopediavirginia.org/entries/john-walter-boyd-matthews-1840-july-11-1879/">John W. B. Matthews</a> <a href="http://www.encyclopediavirginia.org/Dungey_Jesse_ca_1820-1884">Jesse Dungey</a> <a href="http://www.encyclopediavirginia.org/Evans_Joseph_P_1835-1889">Joseph P. Evans</a> <a href="http://www.encyclopediavirginia.org/Nickens_Armistead_S_1836-1906">Armistead S. Nickens</a> Related Document Bank entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/306">Equal Suffrage Address, Norfolk, 1865</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/102">The First Vote, Engraving Published in Harper's Weekly, 1867</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/152">Copy of Fifteenth Amendment Sent to North Carolina Legislature, 1869</a> Standards 1.1, 2.1, 2.2, 3.9,VS.8, USII.2, CE.6, CE.8, VUS.9, GOVT.6 Suggested Questions Preview Activity Take a Look: Look at the photograph. How are the men dressed? What do their demeanors and clothes tell you about their positions? Post Activities Be the Journalist: You are a journalist preparing to write a story about the start of the General Assembly session in 1871. Who would you interview, and why? What three questions would you ask, and why? In Their Shoes: Imagine that you were one of the first Black legislators. What would your priorities be? How might you feel walking into the capitol building, and why? With whom would you seek out alliances, and why? Another Perspective: If you were the person organizing the placement of these individual photographs on a single page, how would you arrange them? Why? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Legislature of Virginia, Photograph, 1871 Date A point or period of time associated with an event in the lifecycle of the resource 1871 African American History Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/cb0fdbe1f536f32faefaa4656f3a1259.jpg 5ed71cb18cdeeee440dab25d5789c389 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ce13f7305fb3cac8d80d3c3978fb3170.pdf 8ae617caa492d84ccf7e4ebb06f42254 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Contemporary United States Date A point or period of time associated with an event in the lifecycle of the resource 1968 - Present Description An account of the resource This era is, in large part, a study of the United States as a global power – politically, economically, and militarily. The detente with communist China under President Richard Nixon began a shift from the “Domino Theory” of foreight policy in Asia. The collapse of the Soviet Union and the end of the Cold War changed how the United States interacted with Europe. At the same time, interventions increased in our own hemisphere and in the Middle East. Terrorism also became a driving force behind foreign policy. Socially, this time period saw for the first time immigration primarily from Asia and Central America. A new wave of reform movements promoted environmental, feminist, and civil rights agendas. There was also a resurgence of religious evangelicalism. Technological advances once again redefined not only the economic landscape of America, but also the lives of everyday citizens. Learn more in the <a title="This external link will open in a new window." href="https://phi.history.ucla.edu/nchs/united-states-history-content-standards/united-states-era-10/" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a>. Lesson Plan A resource that gives a detailed description of a course of instruction. Context On the morning of September 11, 2001, members of the Islamic extremist group al-Qaeda launched a coordinated attack against the United States. They hijacked four planes scheduled to be cross-country flights from the East Coast to California. American Airlines Flight 11 (81 passengers, 11 crew, 5 hijackers) and United Airlines Flight 175 (56 passengers, 9 crew, 5 hijackers) left Logan International Airport in Boston bound for Los Angeles. The hijackers crashed these two planes into the two towers of the World Trade Center in New York City. Within hours, the buildings collapsed, and many lost their lives. The Capital Building or the White House were believed to be other targets of the attack. United Airlines Flight 93 (37 passengers, 7 crew, 4 hijackers) left Newark International Airport bound for San Francisco. Upon hearing of the other attacks, the passengers fought the hijackers and sacrificed themselves to crash the plane in Shanksville, Pennsylvania. American Airlines Flight 77 (58 passengers, 6 crew, 5 hijackers) left Washington Dulles International Airport bound for Los Angeles and was crashed into the Pentagon. A total of 2,996 died in the September 11th attack, including the 19 al-Qaeda hijackers. This photograph shows the damage resulting from the plane's impact on the western side of the Pentagon. Built in 1941–1943, the Pentagon, located in Arlington, Virginia, is the world's largest low-rise office building and is home to the U. S. Department of Defense. Ongoing renovations to strengthen the building meant that the area was only half populated, thus reducing the number of casualties on the ground. A total of 184 people died at the scene, in the building and on the plane. Immediately following the attacks, Congress passed the USA Patriot Act by an overwhelming bipartisan majority to deter and punish terrorist attacks. This law called for increased communication between law enforcement agencies and enabled these agencies to more closely track potential terrorists by making it easier for them to surveil through wiretapping and using mobile detection devices, or “roving wiretaps,” on suspected foreign terrorists. It also provided for law enforcement to secure special warrants to enter homes without notifying or securing the permission of residents. It allowed law enforcement to obtain warrants wherever terrorist activity occurred or was suspected, regardless of whether the place to be searched was within the warrant's jurisdiction. The law also made it easier for the FBI to obtain National Security Letters (NSL), a special kind of warrant that enables the agency to look directly into people’s phone records, library borrowing records, and business records when attempting to make connections between potential terrorist actors. It also prevented those who were required to turn over those records to inform the target of the investigation that they had done so. The Patriot Act has been renewed several times by Congress. While this law was meant to protect the country against international terrorist threats, it has not been without controversy. In the first few years, law enforcement collected information on more than 40,000 American citizens via the NSLs, a dramatic increase over past usage of NSLs. The act has been challenged in court as violating American citizens' First Amendment rights to free speech and the Fourth Amendment’s protections against unreasonable search and seizure. In 2007 the Supreme Court struck down the NSL provision, but the Patriot Act remains in place today, and continues to cause debate between Americans about the rights of citizens and the need for government to surveil potentially dangerous activities. The terrorist attacks led to Operation Enduring Freedom, announced by President George W. Bush in October 2001. Over the course of almost twenty years, Americans and international forces fought in Afghanistan against the Taliban and al-Qaeda, which the Taliban harbored and supported. From its inception until 2022, the war cost the United States more than $2.3 trillion. More than 6,000 American soldiers, Defense Department employees, and contractors lost their lives. Al-Qaeda leader Osama bin Laden was killed in 2011. In 2024 the United Nations and the U.S. determined that the terrorist group no longer has the ability to launch a sophisticated attack like 9/11, but it remains in Afghanistan and continues to be supported by the Taliban. The Taliban retook control of the Afghan government after U.S. troops left the country in 2021. Citation: Photograph courtesy of Edwin C. Bearss. Standards USII.8, VUS.17 Suggested Questions Preview Activities Look at It: Look at the photo of the Pentagon on September 11. Photos of tragic events often invoke feeling in the viewer. How does this photo make you feel? Why? Post Activities Analyze: What might have been some reasons that the Pentagon was a target of the September 11 attacks? Think about what government agencies are found in the Pentagon. Be the Journalist: You are a journalism student writing a short article on the impacts of the September 11 attacks. What facts would you include? How would describe the damage to the Pentagon to individuals who might not have seen the actual event unfold? Form an Opinion: Do you think the Patriot Act was an appropriate response to the terrorist attacks on the Pentagon and the World Trade Center? Why or why not? What do you think about the Patriot Act’s existence today? Do you believe it is still necessary? Why or why not? Another Perspective: Imagine you are in a group opposed to the war in Afghanistan, which is commonly known as “America’s longest war.” How might you argue against keeping troops in Afghanistan, and why? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Terrorist Attack on the Pentagon, Photograph, September 11, 2001 Date A point or period of time associated with an event in the lifecycle of the resource 2001 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/1decbc42c23c402c2c4eecf0c79d7dcf.jpg 9428225ad35ed4f6931efa477987489c https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/f0c4682803b154953c175b1e2fc0b50e.jpg 123b2ad3829f2566796c05fc8654c017 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/ec8b2398235d6c4db60859702af49d5e.pdf cab6678eb7eeceeb14a9ab8211280797 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Cuban Missile Crisis occurred during John F. Kennedy’s presidency. In October 1962 a United States spy plane captured evidence that the Soviet Union was moving nuclear missiles into Cuba. Located just 90 miles off the coast of Florida, Cuba had allied with the Soviet Union after Fidel Castro took control of its government. After the end of World War II, the United States sought to prevent the spread of Soviet communism in the decades-long Cold War through diplomacy, strategic alliances, economic aid, espionage, and military arms buildup, including nuclear weapons. On October 22, after several days of secret planning with trusted advisors, President Kennedy announced to the world that Soviet nuclear missiles were being transported to Cuba and that the United States would implement a naval blockade to prevent further shipments. While the blockade succeeded in stopping additional nuclear weapons from entering Cuba, nuclear experts there were already working to make them fully operational. President Kennedy seemed to be facing two options: attack, or accept the presence of Soviet nuclear weapons in Cuba. Kennedy instead proposed a policy that the U.S would not invade Cuba if the Soviet Union removed the nuclear missiles. Soviet Premier Nikita Khrushchev agreed, in part because the U.S. agreed secretly to remove its missiles from neighboring Turkey within six months of the removal of Soviet missiles from Cuba. Scholars consider this incident to be the closest that the United States and the Soviet Union came to a full-scale nuclear war. It illustrates just how easily tensions in the Cold War could erupt into crises during this period. The Central Intelligence Agency declassified many documents related to the Cuban Missile Crisis in 1992. This map, used in secret meetings to determine the U.S. response, shows the range of the missiles installed in Cuba. It was part of the CIA's first memorandum about the missile sites in Cuba. Citation: Excerpts from Document 46, "CIA Memorandum, Probably Soviet MRBM Sites in Cuba, 16 October 1962," in Central Intelligence Agency, CIA documents on the Cuban Missile Crisis, 1962, editor, Mary S. McAuliffe, [1992], Federal Documents Microfiche, PREX 3.2:M 69, Library of Virginia. <a href="https://www.cia.gov/resources/csi/books-monographs/cuban-missile-crisis-1962/">This collection of declassified documents is available online at the Center for the Study of Intelligence</a>. Standards USII.7, VUS.15 Suggested Questions Preview Activity Scan it: Scan the document. What words and phrases stand out to you? List the words and phrases. Post Activities STEM STAT: The map provides a visual depiction of the reasons why nuclear missiles in Cuba could have had dangerous consequences. Using the map, list 3 or 4 possible reasons why the Soviet Union would choose to place nuclear arms in Cuba and why the United States needed to ensure that they be permanently removed. Current Connections: How can studying the Cuban Missile Crisis help policy makers today? Consider policies regarding Iran, North Korea, and China. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cuban Missile Crisis—Strategic Consideration, October 1962 Date A point or period of time associated with an event in the lifecycle of the resource 1962 Government and Civics Military History https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/e94abba90cd96a80fd1d1ee24d05a055.jpg f784fe531fd3314a1b07906ab927ffce https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c82098f3ae48cdc94d754510e9bf83f1.jpg e482b1d386b7f258da3ae5c0706e6d10 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/b9f9d2a7b4da60f024eedb4969b86e61.pdf c229c09f44c3c6c0fa37838090e1cc32 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Postwar United States Date A point or period of time associated with an event in the lifecycle of the resource 1945 - 1970s Description An account of the resource The era following World War II brought about vast changes, not only in foreign policy, but in economics and a changing civic landscape. The liberalism of the New Deal era grew into movements towards increasing civil liberties and economic opportunities, particularly for underrepresented communities and women. Protests became more common as groups demanded equal rights and voting equality. These movements were juxtaposed with Jim Crow laws and the reemergence of the Ku Klux Klan. The Cold War pitted the United States and its allies in NATO against the Soviet Union and other communist nations, particularly China, Korea, and Vietnam. During this period campaigns were fought not only on the battleground, but in the political arena and social consciousness as well. The fall of the Nazi regime opened the door to the Iron Curtain and Soviet dominance of Eastern Europe. Through the Truman Doctrine and the Marshall Plan the U.S. sought to halt the spread of communism further west. The defeat of Japan enabled previously occupied counties the chance to choose new leaders, many of whom sided with communism over capitalism. The United States would spend much of this period adhering to the “Domino Theory” foreign policy to contain the spread of communism. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-9" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Lesson Plan A resource that gives a detailed description of a course of instruction. Context The Loving v. Virginia case ended a long history of banning marriage between white and Black Virginians dating back to the 17th century. In 1878 the General Assembly enacted a law punishing both parties in an interracial marriage with prison sentences in the state penitentiary (previously only the white partner in an interracial marriage had been subject to prosecution). The Racial Integrity Act of 1924 further restricted interracial marriage by making it illegal for a white person to marry anyone not classified as white. The General Assembly also continued to narrow racial classifications of Black, Indian, and white Virginians early in the 20th century, culminating in a 1930 amendment to the Racial Integrity Act declaring that a person "in whom there is ascertainable any negro blood" was deemed "a colored person." In 1958, Caroline County residents Richard Loving, a white man, and Mildred Jeter, a multi-racial woman, traveled to Washington, D.C., to get married in violation of Virginia law. They were arrested a few months after returning home. A local judge gave them a 25-year suspended sentence provided they leave the state immediately. They could return to visit family only if they traveled separately and were not in the Commonwealth at the same time. After living in Washington for five years, they decided they wanted to move back home. While visiting family, the couple was arrested again and released on bail. They took action to challenge the Racial Integrity Act on Constitutional grounds. Mildred Loving wrote a letter to the United States Attorney General Robert Kennedy, asking for his help. He referred Mildred Loving to the American Civil Liberties Union (ACLU). With the help of ACLU attorney Bernard Cohen and civil rights lawyer Philip Hirschkop, the Lovings filed a suit to overturn their conviction and sentence. Sentenced to a year in prison by the Caroline County judge, the Lovings appealed to the Virginia Supreme Court, which upheld the judge's ruling. They then appealed the case to the United States Supreme Court, where Cohen argued that the Racial Integrity Act violated the Lovings’ rights to due process as articulated by the Fourteenth Amendment of the Constitution. On June 12, 1967, the Supreme Court ruled in unanimously in favor of the Lovings, ending decades of Virginia’s discriminatory laws and overturning bans on interracial marriage across the country. This excerpt is from the verdict by Caroline County judge Leon Bazile on January 22, 1965. After the Virginia Supreme Court's decision to upload the 1924 Racial Integrity Act, Life Magazine published an article about the Lovings on March 18, 1966. Life Magazine was a national publication and brought the issue of interracial marriage bans in Virginia to the attention of people across the country. Citation: Excerpt from Leon Bazile’s decision, Jan. 22, 1965, in Commonwealth v. Richard Perry Loving and Mildred Delores Jeter, 1958-1966, Caroline Co. Court Records (reel 79), Local Government Records Collection, Library of Virginia and excerpt from "The Crime of Being Married" (with photographs by Grey Villet), Life Magazine, March 18, 1966. Related Document Bank Entries: <a href="https://edu.lva.virginia.gov/dbva/items/show/168">Application for Marriage License Under the Racial Integrity Act, 1924</a> <a href="https://edu.lva.virginia.gov/dbva/items/show/226">Virginia Health Bulletin: The New Virginia Law To Preserve Racial Integrity, March 1924</a> <a href="https://encyclopediavirginia.org/entries/racial-integrity-laws-1924-1930/">Learn more about "Racial Integrity Laws" online at Encyclopedia Virginia. </a> For more information on the effects of the racial integrity laws on Virginia Indian and Black citizens, see Arica Coleman, That the Blood Stay Pure: African Americans, Native Americans, and the Predicament of Race in Virginia (Bloomington: Indiana University Press, 2013). Standards VS.11, USII.8, CE.6, CE.7, CE.9, VUS.16, VUS.17, GOVT.10, GOVT.11 Suggested Questions Preview Activity Look at It: Look at the headlines and images. What do you think is the tone the article is taking, and why? Post Activities Analyze: Read the excerpt from the judge's verdict convicting the Lovings of a felony. Why did he claim that the law banning interracial marriage was necessary? How did he use tradition and religion to justify interracial marriage? What do you think of this argument, and why? Looking at Language: Read the excerpt from the Life Magazine article. How are the Lovings portrayed? How does the reporter characterize their dilemma? If the reporter was picking a side, what side do you think they would be on, based on the language used in this first page? Dig Deeper: Look at the 1924 Health Bulletin here: <a href="https://edu.lva.virginia.gov/dbva/items/show/226">https://edu.lva.virginia.gov/dbva/items/show/226</a> Loving v. Virginia overturned the 1924 law. Why do you think it took so much effort to overturn this law? Why did the Supreme Court have to get involved? What do you think about Virginia lawmakers’ and officials’ attitudes toward interracial marriage, and why? Is the right to marry whomever you want still an issue today, and why or why not? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Crime of Being Married, Loving v. Virginia, 1967 Date A point or period of time associated with an event in the lifecycle of the resource 1967 African American History Government and Civics Reform Movements https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/46cf911fc7cf420f2b2bc7a4522870f8.jpg bf148ec58768749bf3908df684549f24 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/c48dbdd1f4b487f1121e8d3a5717a145.pdf 6155ed45ab07ccc4458043450c72d5bf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context In 1924, the federal government began looking for land in the southern Appalachian Mountains to create a large national park which would be easily accessible to cars and hikers. Shenandoah National Park opened in 1936 and was officially completed in 1939. The creation of the park represented the largest case of eminent domain use in Virginia's history. Eminent domain enables the government to take private property for public use. It is authorized through the Takings Clause of the Fifth Amendment of the U.S. Constitution which states that no "private property [shall] be taken for public use, without just compensation." The amount or type of compensation, however, is not always easy to determine. In 1928, Virginia's General Assembly passed the Public Park Condemnation Act in order to quickly purchase land in the state for the national park. The government acquired the homes and farms of more than 450 families in the Blue Ridge Mountains. While many families sold their land voluntarily, some resisted. Some people barricaded themselves in their homes, while others appeared in court. Robert H. Via, an Albemarle County farmer, sued the state government in an attempt to keep his land and apple orchards. His lawyers argued that the seizure violated the Fourteenth Amendment's due-process clause, but a three-judge panel ruled against him in 1935 and the U.S. Supreme Court dismissed his case. This guide map shows some of the first park boundaries, ranger stations, trails, and more of the <a href="http://www.encyclopediavirginia.org/Shenandoah_National_Park">Shenandoah National Park</a> in 1937. At the time the map was made, the park was composed of about 190,000 acres. Today the park has grown to about 200,000 acres and is one of the most popular parks in the country. of donated and state-purchased land. Virginia later used eminent domain to acquire the land for Skyline Drive and the Blue Ridge Parkway. Citation: 1937 Guide Map of Shenandoah National Park, Virginia, 1937, Map Accession 5619, 5620, Special Collections, Library of Virginia. Standards Social Studies: 1.6, 2.13, VS.9, USII.3, USII.5, VUS.10, VUS.13 Science: 3.8, 4.3, 4.8, 6.9, ES.6, ES.8, ENV.9 Suggested Questions Preview Activity Look at It: Look at the map. In which part of Virginia is it located? Why do you think this area was selected for a national park? Post Activities Up For Debate: The transformation of the Blue Ridge Mountain area in the Shenandoah National Park was achieved using eminent domain to buy private property from individuals. To what extent do you feel this was a just or unjust act? Defend your answer. STEM STAT: Using the legend found at the bottom of the map, identify the locations of the fire lookouts and ranger stations. Why do think these structures are necessary? Why were they placed in those location in the national park? Think of the topography and uses of the national park. STEM STAT: Consider what happened to the region with the introduction of so many vehicles. What do you think were the effects on the natural habitat? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Guide Map of Shenandoah National Park, Map, 1937 Date A point or period of time associated with an event in the lifecycle of the resource 1937 Government and Civics https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/2ffd3b5fbc46421a5ebcfef62fdcf85f.jpg cbe52cf3099a49fd66e3fd5d9e8c4333 https://www.lva.virginia.gov/collections/educator-resources/dbva/files/original/008b8bb121f65ce707a3ab1da5f49787.pdf 81d5458fb0e06a9b18b0be6b27266f5a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Beyond the toll it took on the nation, the Great Depression helped to shape modern-day America, especially in expanding the role of government in citizens' everyday lives. The circumstances of the Depression spurred President Franklin Delano Roosevelt's New Deal initiatives that included the Works Progress Administration, Civilian Conservation Corps, Farm Security Administration, and the Social Security Administration to assist the unemployed, farmers, and the elderly. World War II helped not only to bring the nation out of the Depression, but also put the United States on the world stage as a superpower. Unlike previous administrations, both Roosevelt and President Harry S. Truman placed the United States on a path to leadership in worldwide conflicts and reform movements. The war changed the role of women as they entered the workforce while American men went to war. Events such as the bombing at Pearl Harbor, liberation of concentration camps, the use of atomic bombs, and the rise of the Soviet Union as a superpower shaped future American foreign policy. Learn more in the <a title="This external link will open in a new window." href="http://www.nchs.ucla.edu/history-standards/us-history-content-standards/united-states-era-8" target="_blank" rel="noreferrer noopener">National U.S. History Content Standards</a> Title A name given to the resource The Great Depression and World War II Date A point or period of time associated with an event in the lifecycle of the resource 1929 - 1945 Lesson Plan A resource that gives a detailed description of a course of instruction. Context Skyline Drive is the main road that traverses the length of <a href="http://www.encyclopediavirginia.org/Shenandoah_National_Park#start_entry">Shenandoah National Park</a>. Shenandoah National Park was created in 1926 to preserve the beauty of the Blue Ridge Mountains for recreational use and for future generations. The creation of Shenandoah National Park represented the largest case of eminent domain in Virginia state history. The park is composed of about 190,000 acres of donated and state purchased land that was later given to the federal government for the creation of Shenandoah National Park, Skyline Drive, and the nearby Blue Ridge Parkway. The groundbreaking for Skyline Drive happened on July 18, 1931. The construction of the roadway was a pioneering effort, given the topography of the region. Designers had to develop new techniques in landscape architecture and engineering to create a safe roadway along the top of the mountain ridge. The Federal Drought Relief Administration allocated the money for the project. Much of the land acquired for this project had been taken from residents of the area through the government's power of eminent domain. Over 450 families lost their land, although not without a fight. The Supreme Court ruled against their lawsuit to stop the government, and these familes, many of whom had owned the land for generations, were displaced. This administration encouraged the employment of Virginia farmers and apple pickers who suffered from the economic impacts of a severe drought. Other workers were provided by the Civilian Conservation Corps, who graded the slopes of the roadway, built guardrails and wall, constructed overlooks, made signs, built a variety of structures needed for visitation, and planted hundreds of thousands of plants as part of the landscape design. In 1932, workers bored through solid granite to create Marys Rock Tunnel. The tunnel is 670 feet long and became one of the most iconic visual features of the roadway. The first 34-mile section opened in September 1934, and the last portion of Skyline Drive was completed in 1939. This image, taken opening day, reflects the growing importance of the automobile in America, and foreshadows the continued popularity of the road to this day. Today the park has grown to about 200,000 acres and is one of the most popular parks in the country. Citation: Heinemann, R. L. Shenendoah National Park, Skyline Drive, Prints and Photographs Collection, Library of Virginia. For more information, see the entry <a href="https://edu.lva.virginia.gov/dbva/items/show/170">Guide Map of Shenandoah National Park</a>. Standards Social Studies: 2.13, VS.9, USII.3, USII.5, VUS.10, VUS.13 Science: 3.8, 4.3, 6.8, 6.9, ES.6, ES.8, ENV.9 Suggested Questions Preview Activity Look at It: Look at the photograph, what details in the photo tell you about the opening of the Skyline Drive? Post Activities Current Connections: How does the right to private property vs. the state's use of eminent domain laws create conflict? Can you cite a current or past issue that illustrates this conflict? Artistic Expression: You are an artist creating an advertisement for the opening of the Skyline Drive. Based in the photograph, create an image that would encourage visitors to visit the Skyline Drive. STEM STAT: The Skyline Drive required engineers and Landscape architects use their problem-solving skills to design the Skyline Drive. If you were an early engineer or landscape architect, what would concern you most about designing a roadway in the mountains? Consider environment, changing weather conditions, erosion, and other factors which might influence design decisions? STEM STAT: What do you think was the long-term impact of introducing so many vehicles and people to the natural habitat of this Appalachian region, and why? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Opening of the Skyline Drive, Photograph, 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934 Government and Civics